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Meredith Park Rogers Sandra Abell John Lannin Chia-Yu Wang Kusalin Musikul David Barker Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532
This study compares the views of teachers and professional development facilitators about effective professional development
(PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics
PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and
teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences
for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and
improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research
documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1)
challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging
teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student
data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based
reform. 相似文献
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